Features of organizing the work of a parent club as a form of interaction between a preschool educational institution and a family.

Introduction 3

Chapter I. Theoretical basis interaction between family and preschool educational institution

1.1. History of the organization of interaction between the preschool educational institution and the family 8

2.1. The concept of interaction of a preschool educational institution with a family in psychological and pedagogical literature 12

3.1. Parents' club as a form of organizing interaction between the preschool educational institution and the family 22

Chapter II. Experimental work on organizing the work of a parent club as a form of interaction between a dhow and a family

2.1. Organization of research to identify the features of interaction between preschool educational institutions and families 29

2.2. Results of a study to identify the features of interaction between preschool educational institutions and families 33

Conclusion 48

References 51

Appendix 54

Introduction

At present, the interest of teachers and heads of preschool institutions in working with families has noticeably increased. Large-scale transformations in society, complex socio-economic and environmental conditions of our time dictate the need to search for and develop new approaches to the implementation of the tasks of educational work in preschool educational institutions. According to the Concept of Modernization of Russian Education, the family should be an active subject of educational policy. Achievement of the strategic goals of modernization of education is possible only in the process of constant interaction of the educational system with various representatives, including with the family as a social institution.

The beginning of 2013 was rich in events - especially significant for the development of our country and its educational system. Adoption of the law "On Education in the Russian Federation", which entered into force on 1.09.2013, which defines "general principles and provisions governing relations in the education system." Strengthening educational and educational functions preschool, as well as the changes taking place in the life of society, determine the need to improve the forms and methods of interaction kindergarten and family, educators and parents. The further development of the child depends on the joint work of parents and teachers. The quality of the work of the preschool institution determines the level of the pedagogical culture of the parents, and, consequently, the level family education children.

In order to be a real promoter of the means and methods of preschool education, a kindergarten in its work must serve as an example of such education. Only under this condition will parents trust the recommendations of educators, they will be more willing to establish contact with them. Educators must constantly increase their demands on themselves, on their pedagogical knowledge and skills, their attitude towards children and parents. Today, most kindergartens are faced with a difficult task - to involve parents in pedagogical interaction with a child, while moving away from boring patterns.

Family education has always played a decisive role in the development of the personality of a small child. At the same time, the development of the child is influenced by the environment in which he is located, namely preschool educational institution... In kindergarten, the whole life of a child is subject to a whole system of rules and requirements: the rules of organization and life, behavior in a peer group, etc. Like every family, a preschool institution has an established system of values ​​and traditions. Sometimes they not only do not coincide, but are completely opposite to them. Their upbringing functions are different, but their interaction is necessary for the all-round development of the child. In this regard, there is an urgent need to establish close contact between the kindergarten and the family.

The modern family is one of the main functioning institutions for the formation of a child's personality, the formation of his morally positive potential, it is in the family that children acquire the first experience of social life, receive lessons in morality, their character is formed in the family, their horizons are broadened, and initial life positions are laid. At the same time, a lot for a child depends on the developing relationship between the teacher and the parents. The interests of the child may suffer if the relationship between the employees of the preschool educational institution and the parents did not work out. The activities of parents and educators in the interests of the child can only be successful if they become allies, which will allow them to get to know the child better, see him in different situations, and thus help adults in understanding the individual characteristics of children, developing their abilities, forming value life guidelines, overcoming negative actions and manifestations in behavior. Therefore, one of the main tasks of kindergarten, teachers and psychologists is to establish positive relationships between educators and parents, develop new forms of work with parents to promote pedagogical knowledge, attract parents' attention to the child and highlight the consequences of negative relationships in the family.

The problem of organizing the interaction between preschool educational institutions and families was dealt with by E.P. Arnautova, T.N. Doronova, T.A. Markova, L.V. Vinogradova, A.V. Kozlova, O. V. Solodyankina. In their works, scientists propose forms and methods of fruitful cooperation between preschool institutions and families (T.N. Doronova, T.A. Markova, E.P. Arnautova), reveal the need for self-development of educators and parents (A.V. Kozlova, E.P. Arnautova), offer interactive forms of work of a teacher with a family (E.P. Arnautova, T.N. Doronova, O.V. Solodyankina).

V last years in the pedagogical vocabulary, the term "innovation" is increasingly used. This term means "innovation", "advanced teaching experience", "innovation arising from a variety of initiatives and innovations that are promising for the development of education." Currently, considerable practical experience has been accumulated in interacting with the families of pupils. Cooperating with parents in solving the problems of upbringing, development and socialization of preschoolers, preschool teachers strive to create a friendly partnership between the kindergarten and the family. Within the framework of a preschool institution, it can be noted that, as traditional and reliably consolidated forms of interaction with parents, these are consultations, or speeches at parenting meetings, stands for parents, and consulting corners in kindergarten groups, as well as non-traditional ones, one of which is the parent club.

The need for such interaction is due to the main task - the physical, mental, intellectual development of the child. This cannot be done without the participation of the family.

Purpose of the study: to determine the features of the work of the parent club as a form of organization of interaction between the preschool educational institution and the family.

Research object: interaction between preschool educational institution and family.

Subject of research: the peculiarities of organizing a parent club as a form of interaction between the preschool educational institution and the family.

Hypothesis: We assume that the interaction of the preschool educational institution and the family is characterized by a low willingness of parents to actively participate in the life of a kindergarten (group), as well as an insufficient readiness of teachers to interact with parents.

We assume that the use of methodological recommendations for organizing a parent club will overcome these disadvantages.

To solve this goal, the following tasks have been put forward:

Theoretically substantiate the problem of interaction between a family and a preschool educational institution

To characterize the parent club as a modern form of interaction between the preschool educational institution and the family;

To study the features of the educational needs of the family, the willingness of the family to participate in the educational process of the preschool educational institution.

Analyze the readiness of teachers to use active forms of interaction with parents, the level of their awareness of the forms of work with parents, including the work of the parent club.

In the course of the research, the following methods were used: analysis of the literature on the research problem; study of pedagogical experience; observation, questioning of teachers and parents, quantitative and qualitative analysis of the results.

The theoretical basis was the works of domestic psychologists and teachers on the problems of interaction between preschool educational institutions with families.

The practical significance of the study lies in the development of guidelines for organizing a parent club as a form of interaction between a preschool educational institution and a family.

The study was carried out on the basis of MBDOU DSOV 24, Cherepovets from 2014 and included the following stages:

Stage I - informational and analytical, includes an analysis of the literature on the research problem, the selection of questionnaires to identify the level of interaction between the preschool educational institution and the family, the study of family requests, the family's readiness to respond to the requests of the preschool institution;

Stage II - conducting the ascertaining experiment;

The study involved 10 families and 10 preschool teachers.

The structure of the work consists of an introduction, 2 chapters, a conclusion, a list of used literature (43), annexes on pages 54-90. The main text is 53 pages.

Introduction

A full-fledged upbringing of a preschooler takes place in the conditions of close cooperation between the family and the preschool institution. As you know, the family is the first and most important institution of the child's socialization. But since most parents are forced to “search” for means of subsistence, children spend a lot of time (9-10 hours a day) in kindergartens. In fact, teachers are engaged in their upbringing, acting according to specially developed programs. But the influence of family education on the formation of a child's personality also plays a significant role. If the requirements for a child in kindergarten and family are not coordinated, then the education of useful skills and habits will be very difficult. Therefore, our research is very relevant today. Preschool institutions should turn into an open social and pedagogical complex with broad participation of parents in its work. This interaction is in the best interests of children.

The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the nutrition of their child, they believe that kindergarten is a place where they only look after their children while the parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

the federal law"On the approval of the federal program for the development of education" (2000) obliges employees preschool education develop various forms of interaction with families of pupils, since the education system should be focused not only on tasks from the state, but also on public educational demand, on the real needs of consumers of educational services (“Concept of modernization of Russian education for the period up to 2010”).

The law of the Russian Federation "On Education", which appeared in 1995, obliges teachers and parents to become not only equal, but also equally responsible participants. educational process.

In conditions when the majority of families are preoccupied with solving problems of economic, and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of a child has intensified. Parents, not having sufficient knowledge of the age and individual characteristics of the child's development, sometimes carry out blind and intuitive upbringing. All this, as a rule, does not bring positive results.

Article 18 of the RF Law “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations of the physical, moral and intellectual development the personality of a child at an early age ”.

Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, patience to hear and understand each other.

Purpose of the work: To identify the forms of organizing cooperation between a preschool educational institution and a family in modern conditions.

Object: Cooperation between the preschool educational institution and the family.

Subject: Organization of cooperation between a preschool educational institution and a family in modern conditions.

Analyze theoretical and methodological studies of the problem of cooperation between preschool educational institutions and families.

Analyze and summarize the forms of cooperation used by the preschool educational institution in working with parents.

Chapter 1. General theoretical approaches to the problem of cooperation between preschool educational institutions and families

1.1Theoretical and methodological studies of the problem of cooperation between preschool educational institutions and families

The processes of democratization in the education system, its variability, and innovative programs made it necessary to find solutions to the problems of interaction between a preschool educational institution and the family. The new concept of interaction between the family and the preschool institution is based on the idea that parents are responsible for the upbringing of children, and all other social institutions are called upon to help, support, guide, supplement their educational activities. The policy of transforming education from family to public education, officially implemented in our country, is becoming a thing of the past. Recognizing the priority of family education requires new family-preschool relationships. The novelty of these relations is defined by such a concept as "cooperation".

This problem was dealt with by both teachers and psychologists.

Efremova defines cooperation as participation in any common cause, joint actions, activities. Work in any institution. Participation as an author in the work of any printed organ.

An author such as N.A. Kosolapov understands cooperation as a positive interaction, in which the goals and interests of the participants coincide, or the achievement of the goals of some participants is possible only through ensuring the interests and aspirations of its other participants. This definition most closely matches our ideas about cooperation between preschool educational institutions and families, and we took it as a basis in our work.

Practitioners and researchers have identified and formulated some contradictions in the cooperation between the preschool educational institution and the family:

between the rights and obligations of parents and the inability to use them;

between the parents' need for educational services and the lack of conditions for their provision;

between the desire of parents to be active in a preschool institution and the strictly regulating nature of the institution's activities;

between the low level of pedagogical culture and insufficient knowledge of the basics of psychology by parents and the lack of systems for their education in preschool institutions.

Strengthening and development close connection and the interaction of various social institutions (kindergarten, family, community) provide favorable conditions for the life and upbringing of the child, the formation of the foundations of a full-fledged, harmonious personality.

At the present stage, the basis joint activities families and preschool institutions are based on the following principles:

) parents and teachers are partners in the upbringing and education of children;

) this is a common understanding by teachers and parents of the goals and objectives of the upbringing and education of children;

) help, respect and trust in the child, both on the part of teachers and on the part of parents;

) knowledge by teachers and parents of the educational capabilities of the collective and family, the maximum use of the educational potential in joint work with children;

) constant analysis of the process of interaction between the family and the preschool institution, its intermediate and final results.

The idea of ​​the relationship between social and family education, as well as the mutual responsibility of teachers, parents and the public, was reflected in a number of regulatory documents, incl. in the "Concept of preschool education", "Regulations on a preschool educational institution", the Law "On education", "Concept of modernization of education"

So, in the Law "On Education" it is written that parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality at an early age.

In accordance with this, the position of the preschool institution in working with the family is changing. Each preschool educational institution not only brings up a child, but also advises parents on raising children. In this regard, a preschool educational institution should determine the conditions for working with parents, improve the content, forms of cooperation between preschool educational institutions and families in raising children, taking into account changing conditions, variable educational programs and family inquiries. A preschool teacher is not only a teacher of children, but also a parent's partner in their upbringing.

The issue of interaction between the preschool educational institution and the family worried many teachers of the past. “The issue of working with parents is a big and important issue. Here it is necessary to take care of the level of knowledge of the parents themselves, about helping them in self-education, equipping them with a well-known pedagogical minimum, their practice in kindergartens, and involving them in this work ”(NK Krupskaya). An essential aspect of the interaction between the kindergarten and the family, N.K. Krupskaya, is that the kindergarten serves as an "organizing center" and "influences ... home education", therefore it is necessary to organize the interaction of the kindergarten and the family in raising children as best as possible. "... There is tremendous strength in their community, in mutual care and responsibility." At the same time, she believed that parents who did not know how to educate should be helped.

In the 50-70s. the conditions moral education children in the family (L.V. Zagik, T.A. Markova, L.K. Pilipenko, V.Ya. Titarenko), who revealed the dependence of the level of collectivist orientation of behavior with peers on its position in the family team.

Preschool theorists and practitioners highlighting the need preschool education with the family and the need to improve the forms and methods of work with parents, revealed the specifics of this work and its tasks.

The leading and organizing role of the kindergarten in relation to the family is characterized by a complex of factors:

systematic, active dissemination of pedagogical knowledge among parents;

practical assistance to the family in raising children;

organizing the promotion of the positive experience of social and family education;

involvement of parents in teaching activities;

activation of their pedagogical self-education, etc.

V.A. Sukhomlinsky believed that pedagogy should become a science for everyone - both for teachers and for parents. Any kind of successful educational work is completely unthinkable without a system of pedagogical education, raising the pedagogical culture of parents, which is an important component of the general culture.

In the field of preschool pedagogy, it is important for parents: to know the basic laws and features of upbringing and teaching children; get acquainted with the content and methods of education; master the methods of organizing children's activities, communication, aimed at the formation of socially valuable forms of behavior and relations between the child and the people around him.

In the late 90s - early 2000, the position of parents changed: they became active participants in the process of raising children. "... It is necessary to make sure that the kindergarten does not substitute for parents, does not alienate them from children, but connects them with each other, provides an opportunity for their rich and subtle communication and interaction."

In accordance with this, work with parents began to be based on the principles of cooperation.

Signs of such cooperation are:

awareness of the purpose of the activity by each participant in the process;

clear division and cooperation of labor between its participants;

personal contact between participants in the process with the exchange of information, mutual assistance, self-control;

Positive interpersonal relationships.

Working with parents is a difficult and important part of a teacher's activity, including raising the level of pedagogical knowledge, skills and abilities of parents; help teachers to parents in family education to create the necessary conditions correct upbringing children; interaction between educators and parents in the development of children.

It is possible to single out the main tasks facing the preschool institution in working with parents:

) study of the families of children;

) attraction of parents to active participation in the activities of the preschool institution;

) studying the family experience of raising and educating children;

) education of parents in the field of pedagogy and child psychology.

The main contradiction that arises, in our opinion, in the implementation of the tasks of cooperation between the kindergarten and the family, is the insufficient "breeding" of spheres of activity, on the one hand, and the use of only traditional forms of work with the family, while a different solution to the problems of cooperation between educators and parents. ( It is not about a complete rejection of traditional forms of work with parents, but about their adaptation to modern conditions.)

It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system. The results of foreign and domestic studies make it possible to characterize what constitutes the openness of a preschool institution, including "openness to the inside" and "openness to the outside". To make the preschool institution "open inward" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, and parents. Create conditions so that all participants educational process(children, teachers, parents) there was a personal readiness to open oneself in some activity, event, to tell about one's joys, worries, successes and failures, etc.

"Openness of the kindergarten inward" is the involvement of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the life of children in a preschool institution, contribute to educational work. It can be an episodic event that every family can do. Some parents are happy to organize an excursion, a "hike" to the nearest forest, to a river, others will help in equipping the pedagogical process, and still others will teach children something.

Some parents and other family members are involved in systematic educational and health-improving work with children. For example, they lead circles, studios, teach kids some crafts, handicrafts, engage in theatrical activities, etc.

Thus, all subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not only because they learn something new. Another thing is more important - they learn with respect, love and gratitude to look at their dads, mothers, grandmothers, grandfathers, who, it turns out, know so much, tell so interestingly, who have such golden hands. Teachers, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn.

Thus, we can talk about a real addition to family and social education.

"Openness of the kindergarten to the outside" means that the kindergarten is open to the influences of the micro-society, its microdistrict, is ready to cooperate with the social institutions located on its territory, such as a general education school, a music school, a sports complex, a library, etc.

The content of the work of a kindergarten in a micro-society can be very diverse, largely determined by its specifics. Its undoubted value is in strengthening the connection with the family, expanding the social experience of children, initiating the activity and creativity of the kindergarten staff, which in turn works for the authority of the preschool institution and public education in general.

For a kindergarten to become a real, and not a declared open system, parents and teachers must build their relationships on the psychology of trust. Parents must be confident in good attitude teacher to the child. Therefore, the teacher needs to develop a "kind look" at the child: to see in his development, personality, first of all, positive features, to create conditions for their manifestation, strengthening, to attract the attention of parents to them. The parents' trust in the teacher is based on respect for the experience, knowledge, and competence of the teacher in matters of upbringing, but, most importantly, on the trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity).

In an open kindergarten, parents have the opportunity at a convenient time for them to come to the group, observe what the child is doing, play with the children, etc. Teachers do not always welcome such free, unplanned "visits" of parents, mistaking them for control and verification of their activities. But parents, observing the life of a kindergarten "from the inside", begin to understand the objectivity of many difficulties (few toys, a cramped washroom, etc.), and then instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of upbringing in the group. And these are the first shoots of cooperation. Having got acquainted with the real pedagogical process in the group, the parents borrow the most successful methods of the teacher, enrich the content of home education. The most important result of the free attendance by parents of a preschool is that they study their child in an unusual environment for them, notice how he communicates, studies, how his peers treat him. There is an involuntary comparison: is my child lagging behind others in development, why does he behave differently in kindergarten than at home? Reflexive activity "starts up": do I do everything as it should, why do I get different results of upbringing, what needs to be learned.

Thus, the cooperation of the preschool educational institution with the family is necessary, in any common cause, joint actions, activities. It is cooperation, and not “work with parents,” that has a beneficial effect on the development and upbringing of children.

2 Cooperation of a preschool educational institution with a family as a provision of a unified system of upbringing of a preschool child

The organizer and coordinator of cooperation between the preschool institution and the families of pupils is the head. It promotes the establishment of a unified system of upbringing children in the family and in kindergarten, rallying the teaching staff and parents to solve this problem.

We found that there are traditional forms of cooperation without the active participation of parents and non-traditional ones when parents are involved in the educational process of the kindergarten.

I. group - traditional forms of cooperation:

.Preschool presentation. As a result of this form of work, parents get acquainted with the charter of the preschool educational institution, the development program and the team of teachers, receive useful information about the content of work with children, paid and free services.

.Consulting. Usually, a system of consultations is drawn up, which are carried out individually or for a subgroup of parents. For group consultations, you can invite parents of different groups who have the same problems or, conversely, success in upbringing (capricious children; children with pronounced abilities for drawing, music). The goals of the consultation are the mastering of certain knowledge and skills by the parents; helping them in resolving problematic issues. The forms of consultations are different (a qualified message from a specialist followed by a discussion; discussion of an article read in advance by all those invited to the consultation; a practical lesson, for example, on the topic "How to teach a poem with children").

.Visual propaganda. Traditional remedies Various stands and corners for parents are visual pedagogical propaganda.

.Pedagogical conversations with parents. Providing parents with timely assistance on a particular issue of upbringing.

.Conversations are conducted both individually and in groups. In both cases, the goal is clearly defined: what needs to be clarified, how we can help. The content of the conversation is laconic, meaningful for the parents, presented in such a way as to encourage the interlocutors to speak. The teacher must be able not only to speak, but also to listen to parents, to express their interest and benevolence.

.Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops. This form of work makes it possible to talk about the methods and techniques of teaching and show them: how to read a book, look at illustrations, talk about what was read, how to prepare a child's hand for writing, how to exercise the articulation apparatus, etc.

.An open door day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest it and involve it in participation. It is carried out as a tour of the preschool institution with a visit to the group where the children of the parents who have come are brought up. You can show a fragment of the work of a preschool institution (collective work of children, gathering for a walk, etc.). After the excursion and viewing, the head or the methodologist talk with the parents, find out their impressions, answer the questions that have arisen.

.Parents' meetings are held group and general (for parents of the entire institution). General meetings are organized 2-3 times a year. They discuss the tasks for the new academic year, the results of educational work, issues of physical education and problems of the summer health period, etc. You can invite a doctor, lawyer, children's writer to the general meeting. Parents are expected to speak. Group meetings are held every 2-3 months. 2-3 questions are brought up for discussion (one question is prepared by the educator, on the other you can invite parents or someone from the specialists to speak). It is advisable to devote one meeting annually to the discussion of the family experience of raising children. A topic is chosen that is topical for this group, for example, "Why do our children not like to work?"

.Group meetings of parents. Parents are introduced to the content, tasks and methods of raising children of a certain age in a kindergarten and family. It is recommended to hold 3-4 meetings a year with a duration of 1.5 hours.

.Family visit. Educator of each age group must visit the families of his pupils. Each visit has its own purpose.

.The purpose of the first family visit is to find out general terms and Conditions family education, examination of the living conditions of the child. Return visits are scheduled as needed.

.Open classes with children at a preschool educational institution for parents. Parents are introduced to the structure and specifics of conducting classes at a preschool educational institution. You can include elements of the conversation with the parents in the lesson.

II. group - non-traditional forms of cooperation:

.Parental conferences. The main goal of the conference is to exchange experience in family education. Parents prepare a message in advance, the teacher, if necessary, provides assistance in choosing a topic, designing a speech. A specialist can speak at the conference. His speech is given "as a seed" to provoke discussion, and if possible, then discussion. The conference can be held within the framework of one preschool institution, but conferences of city and district scales are also practiced. It is important to determine the actual topic of the conference ("Caring for the health of children", "Involvement of children in the national culture", "The role of the family in raising a child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can end the conference with a joint concert of children, preschool staff, and family members.

Currently, in connection with the restructuring of the preschool education system, practical workers of preschool educational institutions are looking for new, non-traditional forms of work with parents, based on the cooperation and interaction of teachers and parents. Let's give examples of some of them.

.Family clubs. Unlike parental meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and joint searches for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the parents. Family clubs are dynamic structures. They can merge into one big club or split into smaller ones - it all depends on the theme of the meeting and the idea of ​​the organizers.

The library of special literature on the problems of upbringing, teaching and development of children is a significant help in the work of the clubs. Teachers monitor the timely exchange, the selection of the necessary books, make annotations of new products. Taking into account the busyness of the parents, such non-traditional forms of communication with the family as "Parents' mail" and "Helpline" are also used. Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents to anonymously find out any problems that are significant to them, to warn teachers about the noticed unusual manifestations of children.

.Library of games. Since play requires the participation of an adult, it forces the parent to interact with the child. If the tradition of joint home games is instilled, new games invented by adults together with children appear in the library.

.Round table with parents. In an unconventional setting with the obligatory participation of specialists, they are discussed with the parents actual problems education.

.Conference with parents. In an entertaining way, teachers, specialists and parents simulate life situations by playing them. This enables parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists.

.Pedagogical advice with the participation of parents. The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in a family based on taking into account individual needs.

.Photo newspapers: the content is selected not only by the employees of the preschool educational institution, but also by the parents. In each issue of the newspaper there are photographs that capture interesting moments from the life of a kindergarten, with the participation of all subjects of the educational process.

.Organization of competitions for family talents. Each of the families in kindergarten has their own interests, abilities and talents. By participating in these contests, parents not only evoke feelings of pride and self-respect in their children, but they develop a sense of belonging to this educational institution. Parents begin to realize that they are part of the world in which their children spend most of their time. They begin to take initiative in the common affairs of the kindergarten and the family.

Thus, the cooperation of the preschool educational institution with the family is carried out in various forms. These forms are divided into traditional (parenting meetings, consultation for parents) and non-traditional (round table with parents, family clubs). Cooperating with the family, the teachers of the preschool educational institution and the parents provide a unified system for the upbringing of a preschool child.

The creation of a single space for raising a child is impossible if the efforts of teachers and parents are carried out independently of one another and both parties remain in the dark about the plans and intentions of each other. Therefore, the cooperation of the preschool educational institution with the family is necessary in any common cause, joint actions, in the process of raising children.

The cooperation of the preschool educational institution with the family is carried out in various forms. These forms are divided into traditional (parent meetings, consultation for parents) and non-traditional (round table with parents, family clubs).

Kindergarten educators, methodologists, the head and other kindergarten specialists are constantly improving the content and forms of this work, striving to achieve an organic combination of educational influences on the child in the preschool institution and in the family, to ensure the comprehensive development of the personality.

family education preschooler teacher

Chapter 2. Psychological and pedagogical approaches to determining the conditions for cooperation of a preschool educational institution with a family

In the theoretical part, we determined that there are certain forms of cooperation between the teacher and the family, both traditional and non-traditional.

These forms began to act as criteria for determining the conditions for cooperation between the preschool educational institution and the family.

In the course of our research, we analyzed the work in this area of ​​10 preschool educational institutions in different cities of Russia:

Preschool educational institution №43 in Irkutsk.

These kindergartens use traditional forms of work: consultations of narrow specialists, "Round tables", questionnaires, parent meetings, and non-traditional forms such as the "Family of the Year" competition, "Theater of two generations", "We are young parents" clubs, distance communication , "Mail of Trust".

2."Kindergarten No. 488 of the combined type" Swan "in Novosibirsk

· DOE presentation;

· Film universities;

· Parenting schools;

· Newsletters;

· Frontal and individual polls of parents, study of the social portrait of the families of pupils;

· Group meetings in the form of round tables, discussions, disputes, parental living rooms

· Organization of Open Doors Days; Days happy family for parents;

· Revitalization of the Helpline;

· Sharing leisure activities;

· Targeted and spontaneous conversations - meetings with family members of pupils;

· Theatrical performances for children with the participation of parents;

· Organization of competitions of family talents; compilation of family albums;

· Organization of joint trips to the forest;

· Parenting education;

· Parents' living rooms - meetings of parents with guests of the preschool educational institution;

· "Education" of parents (school for a young mother, group seminars, workshops);

· Meeting the individual needs of parents - creative homework for parents with children, allowing you to build trust with the child, and at the same time participate in the educational process.

3.In the kindergarten "Ogonyok" with. Lenin's cooperation between a preschool educational institution and parents is carried out in the following forms: KVN, quizzes, exhibitions of crafts, concerts, decoration of play corners in groups, making snow crafts on the site, holding holidays, project activities.

4. MDOU No. 8 Ust-Ilimsk "Belochka" and preschool educational institution No. 25 "Zaychik" Ust-Ilimsk cooperate with parents through communication on the website of the kindergarten.

State educational institution Kindergarten No. 48 g Moscow applies the following forms of cooperation: parent meetings, conferences, consultations, pedagogical councils, parenting committees, family visits, conversations.

Kindergarten No. 17 in Kazan exchange experience on family education in the following forms of cooperation:

·Interview;

· Individual and group consultations for parents, other family members, persons replacing parents;

· Analysis of pedagogical situations;

· Seminars.

· Disputes.

· Oral journals.

· Gatherings.

· Joint holidays.

· Evenings of questions and answers.

· Parental conferences.

· Discussion of pedagogical literature.

· Viewing and discussion of television programs, d / f, slides, etc., devoted to education issues.

· Master - classes.

·Round table.

· Competitive exhibitions.

7.Kindergarten No. 40 "Centipede" in Ust-Ilimsk uses in its work on interaction with the family: disputes, briefings, "Helpline", "round table".

8.KINDERGARTEN 879 - Moscow:

· Group parenting meetings;

· Open classes for parents;

· Kindergarten specialists' consultations;

· Doors open days;

· Workshops;

· Joint holidays and leisure;

· Thematic stands;

· Photo newspapers;

· Exhibitions of joint creativity;

· Meetings of the parent committee.

Kindergarten No. 9 "Firefly" in Novosibirsk uses the following forms of cooperation with parents:

· general parent and group meetings,

· individual and group conversations,

· attending open events, participating in them;

· the use of visual agitation and propaganda of pedagogical knowledge for parents,

· joint subbotniks.

Further in our work, we summarized which forms of cooperation between preschool educational institutions and families are most often used: traditional or non-traditional. To do this, we compiled a table in which we compiled a list of forms of cooperation between preschool educational institutions and families and identified the frequency of their use by modern preschool educational institutions.

Table 1

Forms of cooperation between preschool educational institutions and family excursion Reading literature 1. Questioning 22. Conversations 103. Briefings 14. Quizzes 15. Meetings of parents with guests of the DOW36. Handicraft exhibitions 17. Q&A evenings 18. Exhibitions of co-creation 19. Distance communication 110. Happy family days 411. Newsletters 112. Use of visual agitation and propaganda of pedagogical knowledge for parents 213. Consultations for parents on the kindergarten website 414. KVN115. Clubs 116. Film universities 117. Concerts 218. Conferences 719. Round table 720. Kindergarten specialists' consultations 621. Organization of family talent contests 1022. Organization of joint trips to the forest 123. Decoration of play corners in groups 124. Open classes for parents 925. Trust Mail 426. Project activities 127. Pedagogical advice 928. Family visits 1029. Gatherings 130. Workshops 231. Attendance at open events 132. Parent's Meetings 633. Parent's Living Rooms 334. Sharing leisure activities 235. Family Album Compilation 136. Interview 1037. Seminars 838. Joint subbotniks 139. Theater of two generations 140. Theatrical performances for children with the participation of parents 141. Creative homework assignments for parents with children to build trust with the child and at the same time participate in the educational process142. Thematic stands143. Oral Journals 144. Frontal and individual surveys of parents, study of the social portrait of the families of pupils 245. Photo Newspapers 146. Schools for parents2

Thus, we found that modern preschool educational institutions use various forms of cooperation with the family, both traditional and non-traditional. After analyzing the table, we can conclude that the employees of preschool educational institutions often use traditional forms of cooperation.

We carried out a study to identify the forms of cooperation between a preschool educational institution and a family in the modern world. Although modern preschool education requires innovation in pedagogical activity, and the emergence of non-traditional forms of cooperation dates back to the end of the last century, we found that modern teachers in modern preschool educational institutions mainly use traditional forms in their activities.

Most often, teachers use the following traditional forms of cooperation: conferences, pedagogical councils, family visits, conversations, interviews, seminars, open classes for parents.

Also used, but less often, non-traditional forms of cooperation, such as a round table, the organization of family talent contests, quizzes.

Thus, preschool educational institutions, in cooperation with parents, give priority to traditional forms.

Conclusion

Based on the above, we can conclude that the new concept of interaction between the family and the preschool institution is based on the idea that parents are responsible for raising children, and all other social institutions are designed to help, support, direct, supplement their educational activities.

At the present stage, the following principles are laid in the basis of the joint activities of the family and the preschool institution: parents and teachers are partners in the upbringing and teaching of children; it is a unified understanding by teachers and parents of the goals and objectives of the upbringing and education of children; help, respect and trust in the child, both on the part of teachers and on the part of parents; knowledge by teachers and parents of the educational capabilities of the collective and family, the maximum use of the educational potential in joint work with children; constant analysis of the process of interaction between the family and the preschool institution, its intermediate and final results.

Parents are the first educators. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality at an early age.

The leading and organizing role of the kindergarten in relation to the family is characterized by a complex of factors: systematic, active dissemination of pedagogical knowledge among parents; practical assistance to the family in raising children; organizing the promotion of the positive experience of social and family education; involvement of parents in teaching activities; activation of their pedagogical self-education, etc.

Positive results in raising children are achieved with a skillful combination different forms cooperation, with the active involvement in this work of all members of the staff of the preschool institution and family members of the pupils.

Literature

1.Agavelyan M.G. Interaction of preschool educational institutions with parents. - M .: Sphere, 2009.

2.Arnautova E.P. Fundamentals of cooperation between a teacher and a preschooler's family. - M .: IntelTech LLP, 2006.

Arkin E.A. Child in preschool years / ed. A.V. Zaporozhets and V.V. Davydov. - M .: Education, 1968

Anosova T.K., No. 2, 2001 // Kindergarten and family: cooperation and interaction of M.М. Yarmolinskaya, A.A. Petrikevich.

Antonova T., Volkova E., Mishina N. Problems and search for modern forms of cooperation between kindergarten teachers and the child's family // Preschool education... 1998. N 6.P. 66 - 70.

Azarov Y., Azarova L. Barefoot Socrates // Preschool education. - 1998. - No. 1. - P.17-22.

Belkina V.N., Vasilieva N.N., Elkina N.V. and others Cooperation of the educator with the parents. - Yaroslavl: Academy, 2001.

N.F. Vinogradova Kindergarten and family / G.N. Godina, L.V. Zagik and others; Ed.

Guz A.A. The interaction of the preschool institution and the family: a guide for teachers of institutions that provide preschool education. Formation / Mozyr: LLC Publishing House "White Wind", 2007.

Davydova O.I., Bogoslovets L.G., Mayer A.A. Working with parents at a preschool educational institution. -M., 2005.

Doronova E.V. A.E. Solovyova Zhichkina and others. Preschool and family - a single space child development/ T.N. - M .: Linka-Press. - 2001 .-- S. 25 - 26.

Doronova T.N. On the interaction of the preschool educational institution with the family // Preschool education. 2000 No. 3 P. 87-90

Doronova T.N. Interaction of a preschool educational institution with parents: A guide for preschool educational institutions. M., 2002

Zmanovsky Y. // Preschool education. - 1993. - No. 9.

Zvereva O. L., Krotova T. V. Communication of a teacher with parents in a preschool educational institution: Methodological aspect. - M .: TC Sphere, 2005 .-- 80 p.

Lobanok T.S. Unconventional forms interaction of the preschool institution with the family .. - 2nd ed. - Mozyr: LLC Publishing House "White Wind", 2003.

Lyashko T. We are united by children // Preschool education. 1998. N 10.S. 54 - 59.

Markova TM .. - 2nd ed., Rev. and add. - M .: Education, 1986 .-- 207 p.

Petrushchenko N.A., Zenchenko N.E. Kindergarten and family - interaction and cooperation.

Semenova M.L. Interaction of teachers, children and parents // Educator of preschool educational institution. - 2007. - No. 6. - S. 93-97.

Solodyankina O.V. Collaboration of the preschool institution with the family

Strumilin S.G. Non-traditional forms of work with parents of preschool educational institutions // New world. 1960. N 7. - S. 208

Teplyuk S. Preschool education. - 2006 ..

Yakovlev P.A. The basics of interaction between educators and parents in the process of raising a child. - M .: Smart, 2004.

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Olga Molodykh
Social partnership of preschool educational institutions and families

«»

Family and preschool educational institutions - two important institutions socialization of children... Not one even the most best program will not be able to give a full-fledged result if it is not solved together with family, a single community has not been created « family - children - teacher» , which is characterized by mutual assistance, assistance to each other, taking into account the capabilities and interests of each, his rights and obligations. Only understanding by teachers and parents of their interdependence, recognition in the person of each other partners, will lead practical actions in this direction to a positive result.

So, in accordance with the Federal State Educational Standard for preschool institutions obliged:

Advise parents (legal representatives) on issues of education and health protection of children;

Inform parents (legal representatives, the public, stakeholders involved in educational activities, about the goals of preschool education;

Ensure openness of preschool education;

Create conditions for parent participation (legal representatives) in educational activities;

Ensure that families are directly involved in educational activities, including through the creation of educational projects in conjunction with family based on identifying needs and supporting educational initiatives families;

Create conditions for adults to find and use materials that ensure the implementation of the Program, discuss with parents (legal representatives) issues related to the implementation of the Program.

Thus, the role of parents in the work of a preschool institution increases. Parents should participate in the implementation of the preschool educational program, in creating conditions for the full and timely development of the child in preschool age and be active participants in the educational process, and not just outside observers. The recognition by the state of the priority of family education requires completely different relations families and a preschool institution. These relationships are defined by the concepts "cooperation", "interaction", « social partnership» .

Collaboration is communication "equally" where no one has the privilege to indicate, control, evaluate.

Interaction - provides a way to organize joint activities that are carried out through communication.

Kindergarten and family should strive to create a unified space for the development of the child

« Social partnership» - literal translation of the concept « partnership» - division into equal shares of participation of interacting subjects - determines the logic of construction partner relationship between ECE and families as an equally active and interconnected influence of the two parties in the interests of the child's development.

Subject to the necessary conditions, the interaction of the kindergarten with the parents of the pupils can be called a friendly community, a community of teachers, children and parents.

We actively use various forms interactions as traditional (polls, questionnaires, parent-teacher meetings, visual information, consultations, folders - travel, open days, kindergarten presentation)

and non-traditional (video library site MADOU, joint creative projects, parent-child projects, master classes, creative workshops, non-traditional parenting meetings)

Experience shows that the most effective results can be achieved only if the kindergarten and families... Therefore, in our time social partnership is meaningful.

Slide 1. Social partnership of preschool educational institutions and families.

Slide 3. Traditionally, in our preschool institution, kindergarten pupils lay flowers at the monument of glory and the eternal flame, release balloons into the sky, the parents of our pupils are also invited, this causes children to feel pride and patriotism towards their homeland.

Slide 4. Sports holiday together with parents. Parents' participation in competitions helps to bring members closer families, forms an interest in physical culture, and through it - in a healthy lifestyle.

Slide 5. In order to involve parents in the life of the group, we hold joint events, holidays, competitions.

Slide 6. Our group regularly conducts projects jointly with parents, and also held an unconventional parenting meeting on the topic “We all play together, we play with all family» .

Thus, the interaction of the educational institution and families is currently acquiring a new, stronger significance, it is necessary to search for new approaches in organizing cooperation of a preschool institution and families.

Municipal Autonomous Preschool Educational

Institution "Kindergarten combined type

"Bee" Balashov, Saratov Region

« Social partnership of preschool educational institutions and families»

(report for the preparation of RMO 4-5 years

Prepared: Educator: Molodykh O.A.

Balashov - 2018

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Generalization of the experience of preschool education teachers G. N. Shadrina on the topic "Social partnership of preschool education and family through development family traditions and talents. "

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Seminar "Social partnership of preschool educational institutions and families" Seminar "Social partnership of preschool educational institutions and families" Purpose: Increasing the professional competence of teachers about effective forms of cooperation.

Social partnership and interaction with families of preschool educational institutions A preschool educational institution today is considered not just as a kindergarten, but as an organization that provides educational.

Social partnership is considered as a special type of interaction. The definition of pedagogical partnership is given. The types of well-being are revealed - emotional, physical, social. Some problems in organizing cooperation from different sides are given. Aspects of pedagogical partnership.

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"Social partnership of preschool educational institutions and families"

Preschool education is undergoing significant changes today. These changes determine both positive trends in the development of preschool education and complex problems that need to be addressed: ensuring the quality of education as the main task of Russian educational policy, as well as attracting social and pedagogical forces in preschool education as one of the factors in the development of the educational environment of preschool organizations.

One of the main problems of a modern preschool institution is the gap between the changing educational needs of society and the real possibilities of the education system.The path to a new state and a new quality of education is impossible without organizing a dialogue between the education sector and the parental community.

Building relationships between a preschool educational organization and a family in the system of social partnership is an integral part of updating the content of the work of a preschool organization in the context of the implementation of the Federal State Educational Standard of Preschool Education. However, new approaches to interacting with families are determined not only by the Federal State Educational Standard of Preschool Education, but also in general by changes in society, in the system of values ​​of the modern family, and by the demands of today's parents for educational and educational services of a preschool institution.

The attention to social partnership at the present time is not accidental. It is due to the fact that it is partnership that is the most effective mechanism for solving various problems, such as: development of a system of external relations and cooperation of preschool educational institutions with social partners; updating the experimental activities of preschool educational institutions and improving their resource base (both obtaining material values ​​and the expression of care, love, positive assessment, which increases the self-esteem of the teaching staff), etc.

The recognition by the state of the priority of family education requires new relations between the family and the kindergarten and is defined as social partnership, cooperation and interaction in joint efforts and communication. Expanding the scope of parents' participation in organizing the educational process of an institution is a way to increase the effective activities of a kindergarten aimed at education. This is a social partnership with the aim of the full development of a preschooler child. The need for interaction and cooperation between the kindergarten and the family is a requirement of the social conditions of the time; it is impossible to raise a real person without the aspirations of both parties to success. A decisive condition for interaction and building partnerships is the rapprochement of teachers and parents of pupils, which is achieved by trusting communication, mutual understanding and is established only in joint activities. Teachers and parents are partners who complement each other, their relationship presupposes equality of parties, reciprocity, benevolence, respect, the creation of an atmosphere of community of interests in education, encouraging dialogue.

Social partnership in the field of preschool educationis considered as a special type of interaction of educational institutions with participants in the educational process, state and local authorities, public organizations, aimed at harmonizing and realizing the interests of the participants in this process (O.D. Nikolskaya)

Under pedagogical partnership of preschoolan educational organization and a family is understood as the system of interaction between teachers and parents of pupils in order to ensure the emotional, physical and emotional well-being of children.

Emotional well-being-- result the process of harmonizing parent-child relations. Main components:

• emotional acceptance of the child ( unconditional love to the child, respect for his individuality);
• the presence of an emotional atmosphere in the family (dominance of positive emotions);
• emotional closeness of children and parents (developed empathy of parents, providing emotional support to the child, meeting the need for emotional contact (striving for bodily contact)).

Physical well-being - the result of introducing a child to a healthy lifestyle in a kindergarten and family. Main components:

• hardening the child in kindergarten and family;
• compliance with the daily routine in kindergarten and family;
• observance correct regime food in kindergarten and family;
• the formation of cultural and hygienic skills;
• maintaining motor activity child.

At the heart of social welfarelies the social and moral development of the child and ensuring the safety of his life. Main components:

• moral and ethical sphere of older preschoolers;
• the basics of safe behavior at home, on the street, in nature.

Based on the factors that hinder the development of interaction between teachers and parents, described by E.P. Arnautova, and the results of a survey of teachers and parents, we will designate the existingproblems in organizing cooperation between families and preschool educational institutions in ensuring the emotional, physical and social well-being of the child.

From the side of teachers:

• insufficient training of teachers in matters of health improvement, social and psychophysical development of children;
• unwillingness to implement new approaches to interacting with parents as participants in the pedagogical process;
• low level of pedagogical communication with parents;
• incompetence in pedagogical methods and methods of working with parents;
• ignoring the wishes of parents, lack of feedback from teachers.

On the part of the parents:

• lack of understanding of the importance of the period - preschool childhood;
• underestimating the role of cooperation with teachers of an educational organization and ignoring cooperation;
• low socio-cultural level of parents;
• incompetence in matters of health improvement, psychophysical and social development of children.

On the part of the kindergarten management:

• the absence of a system for increasing the pedagogical competence of parents in matters of protecting and strengthening the health of children, their psychophysical development;
• lack of system working together preschool education specialists (physical education instructor, educational psychologist, nurse, social educator) and educators.

In addition, in the process of interaction between the family and the preschool organization, the following contradictions are observed:

• between the desire of ECE specialists (psychologist, social educator) to help families with issues of psychological and physical well-being and parents' ignorance of this help;
• between the low level of pedagogical competence of parents in matters of the psychophysical development of children and the absence of a system of interaction between teachers and families;
• between the passivity of parents and the ignorance of educators of the methods of activating the pedagogical position of parents and the formation of pedagogical reflection.

The problems identified above indicate the need to develop a model of pedagogical partnership between the family and the preschool organization.

The concept " pedagogical partnership of an educational organization and a family”Includes three aspects: social, organizational and pedagogical.

Social aspect... Preschool educational organization is an open system that quickly responds to the requests of parents, allowing them to form a trusting attitude and a desire for mutual understanding in matters of psychophysical development, upbringing and education of young and young children preschool age... Parents are customers of educational services and partners of educators in ensuring the emotional, physical and social well-being of children.

Organizational aspect... Work within the framework of a pedagogical partnership between a preschool educational organization and a family is based on the system: child-parents - educators - specialists.

Pedagogical aspect... The personality-developmental and humanistic nature of the interaction between adults and children determines their subject - subjective relations.

The study of pedagogical literature, generalization of the results of modern research and experimental activities allowed us to conclude that the effectiveness of the partnership between the preschool educational institution and the family in ensuring the emotional, physical and social well-being of the child will significantly increase if:

• teachers, parents and children are the subjects of educational relations;
• the level of psychological and pedagogical competence of parents in matters of psychophysical development of the child is taken into account;
• a model of the process of pedagogical partnership between preschool educational institutions and families was designed and implemented.

Thus, the parental community, acting as a partner in the diverse process of upbringing and teaching preschoolers, formulates a social order for education and shares responsibility for the state of the educational process in a preschool institution. The partnership between preschool educational institutions and parents for the purpose of education has a long-term educational impact on preschoolers, giving children a practical example and forming the values ​​and traditions of socially oriented initiative.

Slide captions:

Social partnership of the preschool educational institution and the family Krasnikov A.A. 2016

Social partnership is the most effective mechanism for solving various problems

Teachers and parents are partners who complement each other, their relationship presupposes equality of parties, reciprocity, benevolence, respect, the creation of an atmosphere of community of interests in education, encouraging dialogue.

Social partnership in the field of preschool education is considered as a special type of interaction of educational institutions with participants in the educational process, state and local authorities, public organizations, aimed at harmonizing and realizing the interests of participants in this process (O.D. Nikolskaya)

Pedagogical partnership between a preschool educational organization and a family is understood as a system of interaction between teachers and parents of pupils in order to ensure the emotional, physical and emotional well-being of children.

Emotional well-being emotional acceptance of the child (unconditional love for the child, respect for his individuality); the presence of an emotional atmosphere in the family (dominance of positive emotions); emotional closeness of children and parents (developed empathy of parents, providing emotional support to the child, meeting the need for emotional contact (striving for bodily contact)).

Physical well-being hardening of the child in kindergarten and family; compliance with the daily routine in kindergarten and family; adherence to the correct diet in kindergarten and family; the formation of cultural and hygienic skills; maintaining the child's physical activity.

Social well-being the moral and ethical sphere of older preschoolers; the basics of safe behavior at home, on the street, in nature.

Aspects of social partnership Social aspect. Organizational aspect. Pedagogical aspect.

Name: Krasnova Natalya Alexandrovna

Deputy Head of VOR

MDOU d / s "Thumbelina", Balashov, Sovetskaya st., 182

WITHsocial partnership between the preschool educational institution and the surrounding community

In the modern world, the problem of social development of the younger generation is becoming one of the most urgent. Parents and educators are more concerned than ever about what needs to be done so that a child entering this world becomes confident, happy, and successful. In this complex process of becoming a person, a lot depends on how the child adapts to the world of people, whether he can find his place in life and realize his own potential.

There are two levels of social partnership of a preschool institution in the field of education, both within it and outside it:

Providing subject-subject interaction of participants in the educational process at the MDOU (internal level)

Ensuring the interaction of MDOU with various social institutions of the city (external level). I present the experience of the internal level of social partnership.

Preschool educational institution organized as social institution in support of the family, helps to raise a child, provides the necessary conditions organization and development of the children's community. Modern parents understand this well. When visiting a preschool institution, a child opens up new opportunities for gaining experience in relationships with people. The expansion of the child's social world gives family relations a different tone, enriching them through meetings with other groups. The child can correlate this new experience with the one he received in the family. In order not to remain connected only with his family, he must learn to combine the various areas of socialization.

By organizing the interaction of teachers and parents, the kindergarten needs to find answers to the questions: "How to get parents interested in cooperation with the kindergarten?", "What forms of interaction need to be developed?"

We have a goal- creation, within the framework of social partnership with parents, open preschool providing subjective - subjective interactions of participants in educational relations.

The goal is solved through tasks:

Create conditions for the realization of the right of families and children to protection and assistance from society;

To assist the family in the formation and development of social skills in children;

Form the parents' ideas about social partnership;

Strengthen the psychological health of children and parents;

Increase the level of mental well-being of parents and children;

Create conditions in the preschool educational institution team to organize interaction with the family;

Develop fundamentally new forms of work with parents (based on the principle of subject-subject interaction)

Organize events to involve parents in activities of preschool educational institutions as full participants in the educational process.

PRINCIPLES FOR SUCCESSFUL TEACHERS AND FAMILY INTERACTIONS

1. Ensuring the subject position of all participants in the pedagogical process

The implementation of this principle means that every parent, teacher, child is given the right and the opportunity to satisfy, realize their interests, express an opinion, and be active. Collaboration is key, not mentoring... Most modern moms and dads are literate people, knowledgeable and, of course, well aware of how they need to raise their own children. Therefore, we are moving away from simple propaganda of pedagogical knowledge, today it is unlikely to bring positive results... Much more effective, in our opinion, is the creation of an atmosphere of mutual help and support for the family, demonstration of the interest of the kindergarten team to understand the problems of the family and a sincere desire to help.

2. Integration and differentiation of goals, tasks and actions of participants in the pedagogical process, aimed at the upbringing and development of children.

This principle includes:

Ensuring mutual awareness of teachers and parents about the characteristics of the child, his achievements and difficulties, identifying common problems for solution;

Determination of the general tasks of raising children, which will combine the efforts of teachers and parents, and on the other hand, the specification of tasks for each of the interacting parties;

Joint decision-making, coordination of actions in the implementation of decisions affecting the interests of the interacting parties;

Ensuring the unity of pedagogical influences on the child;

3. Humanistic orientation in interaction with the family, which involves:

Revealing the interests, needs of the participants in the relationship;

A unified approach to personality development in the family and children's team;

Providing each parent with the opportunity to know how the child lives and develops;

Revealing the individuality of everyone, providing the opportunity to show their individuality and achieve success in joint activities;

Acceptance of parents as like-minded people in raising a child;

Acceptance, consideration of family traditions, tolerance, respect for each participant in the interaction, his opinion;

A friendly style of communication between teachers and parents.

4. Scientific practical principle

Creation of a methodological base for organizing interaction;

Selection of the optimal forms of interaction between social partners;

Organization of psychological and pedagogical assistance to all participants in educational relations;

5. Individual approach

We are convinced that an individual approach is necessary not only when working with children, but also when working with parents. The teacher, communicating with the parents, should feel the situation, the mood of the parents, be able to reassure the parent, sympathize and think together how to help the child in a given situation.

6. Dynamism

Kindergarten today is in a developmental mode, and is a mobile system that quickly responds to changes in the social composition of parents, their educational needs and educational needs. Depending on this, the forms and directions of work of the kindergarten with the family have been changed.

Basic forms of interaction with family

Familiarity with the family: meeting-acquaintances, visiting families, questioning.

Informing parents about the course of the educational process: open days, individual and group consultations, parent meetings, design of information stands, organization of exhibitions children's creativity, inviting parents to children's concerts, holidays and performances, creating memos, leaflets, travel folders.

Parent education: organization of the "Mother's School", "Family Lounge" (lectures, seminars, workshops), participation in pedagogical meetings, holding an "Open Day", trainings, creation of a library.

Team work: involvement of parents:

To the organization of theatrical performances, living rooms, concerts, walks, excursions;

To participate in "Creative weeks", children's research and project activities, in entertainment, celebrations and competitions.

To the creation and improvement of the developing environment in the preschool educational institution.

Traditional:

* Parent-teacher meeting

* Open Day

* Collaborative family and institution affairs

* Parent conferences,

* Consultations (thematic and individual)

* Visual propaganda

* Home visit

* Hot line

* Organization of a library for parents

* Questionnaires of parents

* Poll, diagnostics of parents on the subject of social order

Innovative

* Workshops for parents

* Group trainings

* Creative weeks

* Socio-psychological trainings

* Dispute-reflection

Parents' meetings. Focusing on the achievements of modern psychology, we use the following at parent-teacher meetings interaction methods:

• Group discussions
• Simulation game

During the meetings, issues related to various aspects of the upbringing and development of children are discussed. The frequency of meetings is once a quarter. The topic of the meetings is determined by the request of the parents. For instance:

• Do I know my child?
• Are we a reading family?
• Interaction with children.
• Moral attitude in the garden and at home.

Socio-pedagogical monitoring of the family, a scientifically grounded system of periodic collection, generalization and analysis of socio-pedagogical information about the life of a child in a family.

Basic principles of monitoring: reliability, completeness, consistency of information; efficiency of obtaining information and their systematic updating; comparability of the received data. The essence of socio-pedagogical monitoring of the family consists in the integrated use of all sources of data on the processes and events of family life (information offered by family members on their own initiative; direct and indirect observation, as well as obtained in the course of a specially organized research (survey, questionnaire, method of expert assessments , biographical method, methods for identifying indicators of intra-family relations, etc.) And on the basis of a systematic collection of information and the results obtained, we build work with parents, strive to make it effective, find interesting forms of interaction with the family.

Open Day carried out by the joint efforts of all employees of the preschool educational institution, parents and children, and therefore unites them into a single team.

Mini-lectures by specialists(speech therapist teacher, music director, doctor, nurse) on specific issues. For this purpose, topics of interest to a specific group of parents are specially selected in advance. For instance: " Individual characteristics children ”,“ Age crises of child development ”. Topics are outlined simple language, figuratively, lively and convincingly.

Visual pedagogical propaganda... In carrying out pedagogical propaganda, we use combinations of various types of visualization. This allows not only to acquaint parents with the issues of upbringing through the materials of stands, thematic exhibitions, etc., but also to directly show them the upbringing and educational process, advanced methods of work, and in an accessible and convincing way to convey the necessary pedagogical information to parents. It is always with great pleasure that parents look at the works of children presented at a special exhibition.

Reviews of pedagogical literature... Parents most often act as listeners of lectures and conversations. It is very important to familiarize them with the primary sources of knowledge, to reveal the wealth of psychological and pedagogical thoughts that they contain.

When working with parents, we take into account that theoretical knowledge is not enough for their successful implementation. We teach them: to navigate correctly in difficult pedagogical situations, find ways of pedagogical interaction and influence on children, productively apply existing pedagogical knowledge, create the necessary specific case a pedagogical situation that forms a new nature of the relationship between parents and children in the family.

Q&A evenings are a collection of pedagogical information on a wide variety of problems. Answers to questions are often debatable and often turn into an interested discussion. The significance of these evenings lies not only in the answers themselves, but also in the way they are held. They should take place as a relaxed, equal communication between parents and teachers.

Individual counseling... The main task of this method of interaction is to change inadequate parental positions, improve the style of intrafamily interaction, expand the motives for the awareness of parenting in the family, and optimize the forms of parental influence on children.

Group counseling appointed by a teacher for parents whose children have common features of development, behavior, health status, etc. Not everything about these parents is of interest to others, and therefore it makes sense to collect them separately. Such consultation has a definite and, to a certain extent, specialized direction. It includes a teacher's message on the topic of consultation and answers to parental questions.

V parent groups often used game techniques of work: situations of interaction with children in the family, situations of encouragement and punishment are played out, methods of communication with children are being worked out.

Group discussions based on specific pedagogical situations experienced by the parents. They can also be offered by a teacher, for example, in accordance with the following topics: "The moral foundations of parenting", "How our fears become fears of children", "How our life would be if there were no children", "Our conflicts with children" and etc. The purpose of the discussion is to jointly develop an optimal approach to solving a particular life situation, based on an understanding of its psychological and pedagogical meaning.

Joint holidays and entertainment. This form of work is aimed at creating conditions for the involvement of the parent team in a single educational space "child - teacher - family"; the atmosphere of cooperation and co-creation helps to increase parental competence, consolidate the social behavior of families.

Parenting Workshop... The main task of this form of work is to expand the knowledge of parents about the psychology of upbringing, pedagogical methods of interaction with children; changing the attitude of parents to the very process of upbringing. Spouses learn to perceive each other more adequately, their idea of ​​their child changes, the range of educational techniques expands, which are then tested in Everyday life... At workshops, parents are involved in the discussion and reflection on their family problems, exchange experiences, and independently, in the course of group discussions, develop ways to resolve family conflicts.

Parent conferences... This form of work is specially designed for the exchange of parenting experience. The thoughts expressed at the conference by parents and supported by their own experience acquire special persuasiveness and have a great influence on those present. Conferences are held both on issues affecting a wide range of psychological and pedagogical issues, and on specific issues of family education, for example: "Aesthetic education of children in the family", "Education of discipline and culture of behavior", "Education in children of cognitive activity and interest in learning " etc.

Having determined the topic of the conference, the educator should find out from the parents which of them has a positive experience in upbringing, and help them prepare for a discussion of the issue, give them the opportunity to comprehend what is valuable in their upbringing system, select facts, draw up a speech plan, and recommend literature.

Round table. Roundtable meetings broaden the educational horizons not only of parents, but also of the teachers themselves. The decoration of the event is of great importance. The room where the round table will be held should be especially decorated, furniture should be specially arranged, and a musical arrangement should be chosen that is conducive to frankness. The topics of the meetings may vary. You can offer to discuss the situation from family life, the problems arising in the process of raising children in various types of families. This form of work is characterized by the fact that almost no parent remains on the sidelines, almost everyone accepts Active participation sharing interesting observations, giving practical advice.

Creative weeks- This form of work is specially designed to familiarize parents, in practice, with the methods and forms of work of the teaching staff with the pupils of the preschool educational institution and the involvement of parents in the educational and educational process of the preschool educational institution, both as an observer and as a direct participant in the event.

Family living room- the direction of joint activities of the teaching staff, parents and children in order to create a community of like-minded people, which will contribute to the formation of mutual understanding, tolerance, a positive emotional attitude of all participants in the educational process. This form of work is aimed at creating conditions for the involvement of the parent team in a single educational space "child - teacher

- family"; the atmosphere of cooperation and co-creation helps to increase parental competence, consolidate the social behavior of families.

The work described above led to the following results:

* The participation of parents in the upbringing and educational process of the kindergarten as subjects of this process;

* Improving the pedagogical culture of parents and educators;

* Combining the interests of the family and preschool educational institutions in matters of education, upbringing and development of preschool children;

* Family cohesion as a system.

* Creation of conditions for the successful socialization of preschool children.

* Mental and personal development of all participants in educational relations.